Bibliografie tematiche / Connectedness

Letteratura scientifica selezionata sul tema "Connectedness"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 9 marzo 2023

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Articoli di riviste sul tema "Connectedness"

1

Glover, Paul W. J. "A new theoretical interpretation of Archie's saturation exponent". Solid Earth 8, n. 4 (26 luglio 2017): 805–16. http://dx.doi.org/10.5194/se-8-805-2017.

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Abstract. This paper describes the extension of the concepts of connectedness and conservation of connectedness that underlie the generalized Archie's law for n phases to the interpretation of the saturation exponent. It is shown that the saturation exponent as defined originally by Archie arises naturally from the generalized Archie's law. In the generalized Archie's law the saturation exponent of any given phase can be thought of as formally the same as the phase (i.e. cementation) exponent, but with respect to a reference subset of phases in a larger n-phase medium. Furthermore, the connectedness of each of the phases occupying a reference subset of an n-phase medium can be related to the connectedness of the subset itself by Gi = GrefSini. This leads naturally to the idea of the term Sini for each phase i being a fractional connectedness, where the fractional connectednesses of any given reference subset sum to unity in the same way that the connectednesses sum to unity for the whole medium. One of the implications of this theory is that the saturation exponent of any phase can be now be interpreted as the rate of change of the fractional connectedness with saturation and connectivity within the reference subset.
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Yussuf, Norkhafizah, Hazalizah Hamzah e Razimi Husin. "THE ROLE OF SCHOOL CLIMATE ON BASIC PSYCHOLOGICAL NEEDS: FOCUS TO SATISFACTION COMPETENCE STUDENT SELF". International Journal of Education, Psychology and Counseling 7, n. 48 (15 dicembre 2022): 73–88. http://dx.doi.org/10.35631/ijepc.748006.

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The school climate plays an important role in meeting students competence. The school climate which consists of relationships with peers connectednes, teacher support, school connectedness, affirming diversity, rules clarity and reporting and seeking help are elements that are studied to understand these elements with a sense of satisfaction student`s competence. Data obtained from stratified sampling involving a total of 361 secondary school students in Hilir Perak district were analyzed using a multivariate approach involving the use of Structural equation modeling (SEM) techniques. The findings proved that only elements of school connectedness, peer connectedness and rules clarity contribute to the satisfaction of students' competence. Therefore, stakeholders such as the Malaysian Ministry of Education need to re-examine the effectiveness of the programs implemented so that they can be used by students.
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Rastall, Paul. "Connectedness". La linguistique 39, n. 1 (2003): 35. http://dx.doi.org/10.3917/ling.391.0035.

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Heft, Marc W. "Connectedness". Journal of Dental Research 86, n. 6 (giugno 2007): 486. http://dx.doi.org/10.1177/154405910708600602.

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Bivins-Smith, Dawna M. "Connectedness". Adult Learning 7, n. 4 (marzo 1996): 21–25. http://dx.doi.org/10.1177/104515959600700410.

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McAnarney, Elizabeth R. "CONNECTEDNESS". Archives of Pediatrics & Adolescent Medicine 143, n. 4 (1 aprile 1989): 453. http://dx.doi.org/10.1001/archpedi.1989.02150160079015.

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Abd El-Latif, A. M. "Supra soft b-connectedness II: Some types of supra soft b-connectednes". Creative Mathematics and Informatics 26, n. 1 (2017): 1–8. http://dx.doi.org/10.37193/cmi.2017.01.01.

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This work is divided into two parts. In this second part, we introduce more properties of the notion of supra soft $b$-connectedness considered in the first part [Abd El-latif, A. M., \emph{ Supra soft $b$-connectedness I: Supra soft $b$-irresoluteness and separateness}, Creat. Math. Inform., {\bf 25} (2016), No. 2, 127–134 ]. Further, we introduce some types of supra soft connectedness in terms of supra $b$-open soft sets namely, supra soft locally $b$-connected, supra soft $b$-hyperconnected and study some of their properties.
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Li, Sheng-Gang. "Connectedness and local connectedness of L-intervals". Applied Mathematics Letters 17, n. 3 (marzo 2004): 287–93. http://dx.doi.org/10.1016/s0893-9659(04)90065-1.

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Li, Sheng-Gang. "Connectedness and local connectedness in Lowen spaces". Fuzzy Sets and Systems 158, n. 1 (gennaio 2007): 85–98. http://dx.doi.org/10.1016/j.fss.2006.07.008.

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Rahma, Ulifa, Faizah Faizah, Yuliezar Perwira Dara e Najwa Wafiyyah. "Bagaimana meningkatkan school well-being? Memahami peran school connectedness pada siswa SMA". Jurnal Ilmiah Psikologi Terapan 8, n. 1 (27 febbraio 2020): 58. http://dx.doi.org/10.22219/jipt.v8i1.9393.

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Abstrak. Penelitian ini dilakukan untuk melihat pengaruh school connectedness dengan school well-beng siswa Sekolah Menengah Atas. Penelitian ini merupakan penelitian kuantitatif yang terdiri dari siswa SMA sebanyak 134 orang berdasarkan perhitungan aplikasi G*Power versi 3.1.9.2. Pengambilan data dilakukan dengan cara membagikan 2 skala yaitu skala school connectedness dan skala school well being dengan menggunakan metode accidental sampling. Uji analisis data dalam penelitian ini menggunakan pearson product moment. Hasilnya ialah terdapat hubungan positif dengan (r=0.77, p= 0.00) yang berarti terdapat hubungan antara variabel school connectedness dengan school well being pada siswa Sekolah Menengah yang signifikan. Hasil penelitian ini memiliki nilai yang positif dimana terdapat hubungan positif antara variabel yaitu semakin tinggi tingkat school connectedness siswa terhadap sekolahnya maka semakin tinggi pula tingkat school well beingnya, dan sebaliknya. Dimensi school connectedness yang berpengaruh terhadap school wellbeing adalah being connected and liked by students, communication dan being liked by teachers. Namun untuk dimensi belonging tidak memiliki pengaruh terhadap school wellbeing pada siswa SMA. Dimensi school connectedness yang memiliki effect size terbesar adalah being liked by teachers kemudian communication dan yang terakhir adalah being connected and liked by students.Kata kunci: school connectedness, school well-being, Sekolah Menengah Abstract. This research was conducted to look at the relationship between school and school - both in high school students. This research is a quantitative study involving subjects consisting of 134 high school students based on the calculation of the application G * Power version 3.1.9.2. Data retrieval is done by connecting two scales, namely the scale of school connectivity and school scale using the accidental sampling method. Test data analysis in this study using Pearson product moment. What is the positive relationship with (r = 0.77, p = 0.00) which means that the relationship between the school and school variables in the Middle School students is significant. The results of this study have a positive value. Where there is a positive relationship between variables, the higher the level of student school connection to the school, the higher the school level will be, and vice versa. Dimensions school connectedness related to school wellbeing are related and liked by students, communication and liked by teachers. But belonging does not have an influence on school wellbeing in high school students. The dimension of school connectednes which has the greatest effect size is liked by the teachers then communication and the last is connected and liked by students.Keywords: school connectedness,school well-being, secondary school
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Tesi sul tema "Connectedness"

1

Moreton, Sam. "Clarifying the relationship between social connectedness and connectedness to nature". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18926.

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Recent attention has been given to the construct of connectedness to nature and its role in fostering both pro-environmental behavior and well-being. Connectedness to nature shares conceptual similarities with social connectedness: both involve a cognitive schema of the self and other as overlapping, positive emotions towards the other and a commitment to protect the other. However, little research has systematically investigated the relationship between connectedness to nature and social connectedness. A series of eight studies were conceived with the following aims: 1) to clarify inconsistent correlations reported in the literature between connectedness to nature and social connectedness; 2) to test the potential of exposure to beautiful nature to reduce the effects of social exclusion; 3) to test the effects of social exclusion on connectedness to nature, intentions to engage pro-environmental behaviors and willingness to sacrifice for the environment and 4) to test the effects of moral elevation on connectedness to nature, intentions to engage in pro-environmental behaviors and willingness to sacrifice for the environment. Overall, although there was some mixed evidence, the studies within this thesis provide preliminary evidence for a positive causal effect of feelings of social connectedness on connectedness to nature: increasing or decreasing feelings of social connectedness appears to result in corresponding changes in people’s affective bond with nature, at least in the short term.
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Beutel, Denise. "Teachers' understandings of pedagogic connectedness". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16229/.

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This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers' conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.
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Chambliss, Kathleen Mary. "Beholding Nature| Contemplation and Connectedness". Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588960.

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Two related exploratory studies, one with families, and a second one with adult and child members of an independent school community, suggest that our connections with the rhythms, processes, species, and cycles of nature, our love and feelings of affinity for nature, can be strengthened by practicing contemplation outdoors. In The Family Nature Workshop Study, urban and suburban families participated in a seven-week Contemplation in Nature program, and in The Sit Spot Study, children and adult members from an urban school community practiced sitting quietly outdoors, recording observations in a journal twice a week for five weeks. Changes in connectedness were measured using the Inclusion of Nature in Self Scale (Schultz, 2001), the Ten-item Connectedness to Nature Scale (C. Frantz, email communication, January 11, 2012), the Child and Adolescent Mindfulness Measure (Greco, Baer & Smith, 2011), and the Mindful Attention Awareness Scale (Brown & Ryan, 2003). Analysis of journal entries provided additional insight into the participants' experiences of self, experiences of the world outside of self, experiences of the self in relationship with other community members, and expressions of Biophilia Values (Kellert & Wilson, 1993). The journals reveal a picture of nature found in suburban and urban landscapes as it was perceived and experienced by the humans in the environment, people who were willing to take time out of busy schedules to pause, sit, listen, and learn. The journals thereby open a window through which we can view the everyday and extraordinary experiences of being a human in and as part of nature.

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Job, Sarah A., e Stacey L. Williams. "Concealment, Community Connectedness, and Alcohol". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8046.

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Johnson, Sheryl May. "Character connectedness in God's story". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Beutel, Denise Ann. "Teachers' understandings of pedagogic connectedness". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/17082/1/Denise%20Beutel%20Thesis.pdf.

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This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers’ conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.
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Karatas, Sinem Ayse. "Remainders and Connectedness of Ordered Compactifications". TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1156.

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The aim of this thesis is to establish the principal properties for the theory of ordered compactifications relating to connectedness and to provide particular examples. The initial idea of this subject is based on the notion of the Stone-Cech compactification.The ordered Stone-Cech compactification oX of an ordered topological space X is constructed analogously to the Stone-Cech compactification X of a topological space X, and has similar properties. This technique requires a conceptual understanding of the Stone-Cech compactification and how its product applies to the construction of ordered topological spaces with continuous increasing functions. Chapter 1 introduces background information. Chapter 2 addresses connectedness and compactification. If (A;B) is a separation ofa topological space X, then (A 8 B) = A 8 B, but in the ordered setting, o(A 8 B)need not be oA 8 oB. We give an additional hypothesis on the separation (A;B) tomake o(A 8 B) = oA 8 oB. An open question in topology is when is X -X = X. Weanswer the analogous question for ordered compactifications of totally ordered spaces. So, we are concerned with the remainder, that is, the set of added points oX -X. Wedemonstrate the topological properties by using lters. Moreover, results of lattice theory turn out to be some of the basic tools in our original approach. In Chapter 3, specific examples and counterexamples are given to illustrate earlierresults.
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Volkov, Oleksii. "Connectedness Properties of Self-Similar Graphs". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35494.

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This thesis is broadly concerned with two problems: obtaining the mathematical model of the specific infinite self-similar graph, and investigating the connectedness of the tree-like graph in order to show its relation to the associated hyperbolic space. Our main result concerning the former problem is that, in a variety of situations, the self-similar infinite structure obtained by using our method as the graph product of a disconnected finite graph and regular rooted tree can be connected (i.e. have the hyperbolic metric space associated to it). This addresses a question about the existence of the optimal depth for the breadth-first search algorithm and also has possible applications to the recent research topics in Psychological and Brain Sciences. We approach the connectedness problem by showing the similarity of obtained geometric structures to well known algebraic structures such as groupoid and pseudogroup. One of our main results is that, under the assumption that the emerged geometric self-similar structure is connected, it is naturally associated to the hyperbolic metric space. Thus, the variety of well known methods can be applied in further study. We also show that the connectedness of our structure can be reached in the finite number of steps or can not be reached at all. This gives the grounds for the optimal application of the breadth-first search algorithm.
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Werbelow, Cora. "Connectedness between strategic decision making processes". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/49213/.

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Strategic decision making is fundamental since strategic decisions affect the long-term health of the organization. Strategy process research to date has been mainly concerned with characterising and explaining the nature of individual strategic decision making processes. A number of researchers are calling for more research on the potential connectedness between strategic decisions. In response, this thesis contributes to the strategic decision making literature by investigating the connectedness between strategic decision making processes. It focuses on precursive connections and tracks decisions backwards and forwards to identify potential connections. Both researchers and practitioners believe that the success and failure of prior decisions affect subsequent decisions. Hence, this research investigates decision performance as a potential influence on connectedness. The research is qualitative and a multiple embedded case study approach was chosen, examining decision making processes in two organizations in the UK. Data collection consisted mainly of in-depth interviews with executives and senior management but also included archival data. Main findings indicate that decision makers tend to transfer their knowledge and experience from one decision process to the next and thereby create a connection between strategic decisions. The connections can be characterised in terms of exploration and exploitation tendencies. Positive perceptions about a decision’s performance are related to the exploitation of existing practices, while negative perceptions prompt an exploration of new routines. The findings also show that informants’ perceptions about decision performance are highly subjective. The concept of cognitive decision styles provides plausible explanations arguing that individuals hold personal preferences when it comes to judging and perceiving information and their evaluations of strategic decisions cohere with these. Finally, this research suggests that decisions are linked primarily through individual agency. This reinforces the importance of the individual in strategic decision making processes, and consequently, the emphasis in this work is to argue that only by a deep understanding of individual action (and practice) is it possible to understand decision processes.
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Woodman, Elise Anne. "Young people's experiences of family connectedness". Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/de30b431cc006a9c8b5299fdee23efbcab0303a3ebe53034ba298873e1308d40/4018214/201410_Elise_Woodman.pdf.

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With a quarter of 16-24 year old Australians experiencing a mental health disorder and strong indicators that rates of these disorders are rising among young Australians, it is vital to address youth mental health and wellbeing. Family connectedness is known to be a key factor for youth wellbeing, but there is little detail about how young people experience it. Understanding the perspectives of young people is essential to help families connect and support the wellbeing of young people. This thesis aims to fill this gap in the understanding of family connectedness by qualitatively exploring young people’s experiences. The study adopts a childhood studies lens to capture the perspectives of young people, which differ from adult viewpoints, and brings a social work perspective to this area of research. Systems theory is used during analysis to ensure both the micro and macro elements of family connectedness are explored...
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Libri sul tema "Connectedness"

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Conte, Maria-Elisabeth, János Sánder Petöfi e Emel Sözer, a cura di. Text and Discourse Connectedness. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/slcs.16.

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Gail, Nagai-Jacobson Mary, a cura di. Spirituality: Living our connectedness. Albany, NY: Delmar/Thomson Learning, 2002.

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Tran, Ly Thi, e Catherine Gomes, a cura di. International Student Connectedness and Identity. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2601-0.

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Stohl, Cynthia. Organizational communication: Connectedness in action. Thousand Oaks: Sage Publications, 1995.

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Canadian Association for Information Science. Conference. Connectedness: Information, systems, people, organizations. Edmonton: School of Library and Information Studies, University of Alberta, 1995.

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J, Spaniol LeRoy, Sargent College of Health and Rehabilitation Sciences. Center for Psychiatric Rehabilitation. e Boston University, a cura di. The recovery workbook II: Connectedness. Boston, Mass: Center for Psychiatric Rehabilitation, Sargent College of Health and Rehabilitation Sciences, Boston University, 2003.

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Cumming, Therese M., Robbie J. Marsh e Kyle Higgins. School Connectedness for Students with Disabilities. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315112930.

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Alias, Nor Aziah. ICT Development for Social and Rural Connectedness. New York, NY: Springer New York, 2013.

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Alias, Nor Aziah. ICT Development for Social and Rural Connectedness. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6901-8.

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Abramov, Alexander P. Connectedness and Necessary Conditions for an Extremum. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-015-9119-5.

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Capitoli di libri sul tema "Connectedness"

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Buskes, Gerard, e Arnoud van Rooij. "Connectedness". In Topological Spaces, 249–69. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4612-0665-1_16.

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Zemanian, Armen H. "Connectedness". In Transfiniteness, 47–78. Boston, MA: Birkhäuser Boston, 1996. http://dx.doi.org/10.1007/978-1-4612-0767-2_3.

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Searcóid, Mícheál Ó. "Connectedness". In Springer Undergraduate Mathematics Series, 207–14. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0179-6_9.

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Singh, Tej Bahadur. "Connectedness". In Introduction to Topology, 51–75. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6954-4_3.

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James, Ioan Mackenzie. "Connectedness". In Topologies and Uniformities, 145–64. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-3994-2_9.

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James, I. M. "Connectedness". In Topological and Uniform Spaces, 114–29. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4716-6_10.

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Muscat, Joseph. "Connectedness". In Functional Analysis, 57–64. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06728-5_5.

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Forrest, Jeffrey Yi-Lin. "Connectedness". In General Systems Theory, 57–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04558-6_4.

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Kiser, Randall. "Connectedness". In How Leading Lawyers Think, 61–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20484-5_6.

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Adamson, Iain T. "Connectedness". In A General Topology Workbook, 65–70. Boston, MA: Birkhäuser Boston, 1996. http://dx.doi.org/10.1007/978-0-8176-8126-5_7.

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Atti di convegni sul tema "Connectedness"

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Castro, Luis A. "Connectedness". In CHI '07 extended abstracts. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240866.1240869.

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Brazauskayte, Yulia. "Bodily Connectedness". In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3299074.

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Shekutkovski, Nikita, Zoran Misajleski e Emin Durmishi. "Chain connectedness". In THIRD INTERNATIONAL CONFERENCE OF MATHEMATICAL SCIENCES (ICMS 2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5136119.

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Kanis, Marije, Mark Perry e Willem-Paul Brinkman. "minimal connectedness". In Proceeding of the twenty-sixth annual CHI conference extended abstracts. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1358628.1358708.

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Van Bel, Daniel T., Wijnand A. IJsselsteijn e Yvonne A. W. de Kort. "Interpersonal connectedness". In Proceeding of the twenty-sixth annual CHI conference extended abstracts. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1358628.1358819.

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Liu, Yuhui, e Guoqiang Yuan. "Connectedness and S-Connectedness in L-Closure Spaces". In 2012 4th International Conference on Intelligent Human-Machine Systems and Cybernetics (IHMSC). IEEE, 2012. http://dx.doi.org/10.1109/ihmsc.2012.115.

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7

Dey, Anind K., e Ed de Guzman. "From awareness to connectedness". In the SIGCHI conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1124772.1124905.

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8

Masnou, Simon, e Jean-Michel Morel. "Image restoration involving connectedness". In Sixth International Workshop on Digital Image Processing and Computer Graphics, a cura di Emanuel Wenger e Leonid I. Dimitrov. SPIE, 1998. http://dx.doi.org/10.1117/12.301389.

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9

Chatfield, Craig, e René Hexel. "Privacy and community connectedness". In the 2007 conference of the computer-human interaction special interest group (CHISIG) of Australia. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1324892.1324950.

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10

Bales, Elizabeth S., e Siân Lindley. "Supporting a sense of connectedness". In the 2013 conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2441776.2441905.

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Rapporti di organizzazioni sul tema "Connectedness"

1

Diebold, Francis, Laura Liu e Kamil Yilmaz. Commodity Connectedness. Cambridge, MA: National Bureau of Economic Research, agosto 2017. http://dx.doi.org/10.3386/w23685.

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2

Bailey, Michael, Ruiqing (Rachel) Cao, Theresa Kuchler, Johannes Stroebel e Arlene Wong. Measuring Social Connectedness. Cambridge, MA: National Bureau of Economic Research, luglio 2017. http://dx.doi.org/10.3386/w23608.

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3

Demirer, Mert, Francis Diebold, Laura Liu e Kamil Yılmaz. Estimating Global Bank Network Connectedness. Cambridge, MA: National Bureau of Economic Research, febbraio 2017. http://dx.doi.org/10.3386/w23140.

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4

Bailey, Michael, Patrick Farrell, Theresa Kuchler e Johannes Stroebel. Social Connectedness in Urban Areas. Cambridge, MA: National Bureau of Economic Research, luglio 2019. http://dx.doi.org/10.3386/w26029.

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5

Bailey, Michael, Abhinav Gupta, Sebastian Hillenbrand, Theresa Kuchler, Robert Richmond e Johannes Stroebel. International Trade and Social Connectedness. Cambridge, MA: National Bureau of Economic Research, aprile 2020. http://dx.doi.org/10.3386/w26960.

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6

Owyang, Michael T., Daniel Soques e Amy Guisinger. Industrial Connectedness and Business Cycle Comovements. Federal Reserve Bank of St. Louis, 2020. http://dx.doi.org/10.20955/wp.2020.052.

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7

Chetty, Raj, Matthew Jackson, Theresa Kuchler, Johannes Stroebel, Nathaniel Hendren, Robert Fluegge, Sara Gong et al. Social Capital II: Determinants of Economic Connectedness. Cambridge, MA: National Bureau of Economic Research, luglio 2022. http://dx.doi.org/10.3386/w30314.

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8

Cho, Eunjoo, Jihyeong Son e Ann Marie Fiore. Influence of Social Connectedness on Apparel Purchases through Social Commerce. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-358.

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9

Gómez-González, José Eduardo, Jorge Hirs-Garzón e Jorge Mario Uribe-Gil. Dynamic connectedness and causality between oil prices and exchange rates. Bogotá, Colombia: Banco de la República, ottobre 2017. http://dx.doi.org/10.32468/be.1025.

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10

Ghosh, Subir. On a New Graphical Method of Determining the Connectedness in Three Dimensional Design. Fort Belvoir, VA: Defense Technical Information Center, dicembre 1985. http://dx.doi.org/10.21236/ada186299.

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